C教学设计第二课时

一、个人基本信息

提交者姓名

任教年级学科

张宁

四年级英语

教龄

单位

8 颖东区老庙镇老庙小学

说课课题

二、说课内容

Unit 3 Weather Part B Let’s talk＆Let’s play The New Curriculum advocates experiential learning and co-operative learning. It advocates the task-based approach Guiding Principle

to language learning and teaching; Learning by classroom activities and language use.

According to the New Curriculum Standard, we should expand the range of learning resources and opportunities Teaching Material available. This is my teaching material. It’s the second Lesson of part B in Unit 3.It’s a dialogue about asking and answering the weather in different countries. As for Students in

Grade Four, they are active, curious, and interested in new things. They have learnt some words and Analysis of Students

sentence patterns about weather，

which will help them a lot . But on the other hand，they can’t express their own opinions well enough.

Teaching Knowledge Aims:

a. Students can grasp the new words 1

Aims

“ degree” and

new phrase “ New York”

b. Read the dialogue by themselves and act it out.

c

.Students

can

use the sentence patterns such as “What’s the weather like in New York ? It’s rainy./It’s 26

degrees. ”in real situations.

Ability Aims

a. Students’ ability

of

listening,

speaking, reading and

writing can be improved.

b. Students can learn the way to make a call.

c. Students know the difference between Centigrade and Fahrenheit.

Emotional Aims

a. Students will develop and improve their cooperative awareness.

b. Students will understand the existence of the “time difference.”

Key point: Students can use the sentence patterns “What’s the weather like in New York? It’s rainy. ” in real situations.

Difficult point:

Students can use the sentence patterns

“

It’s

26 degrees. ” to express the temperature.

To achieve these teaching objectives, I mainly use

“the Task-based language teaching”, “the communicative Teaching Key Point

Teaching Methods language teaching

”

and TPR. And

for my students, they are suggested to learn by the means of “Independent learning ” and “Cooperative learning”. 2

Step 1 Warm up ＆

Lead in

1. Enjoy a chant (

Purpose

:①.复习单词“ sunny ,rainy ,snowy ,windy” . ②. 吸引学生兴趣，活跃课堂气氛。 ) 2. Question : What sounds did you hear?

(Purpose : 总结听到的有关天气的声音，切入单元课题

Weather，过渡自然。 ) Teaching Procedures

3. Brain Storm : List the words of weather.

( Purpose : 活跃学生思维，扩大学生的词汇量，为创编对话打下词汇基础。) Step2

Presentation

1.

Show a video and ask two questions : ①

What’s this place? ②What’s the weather like in this place?

(Purpose: 通过影像直观，吸引学生兴趣，展开思维导图，为下一环节学生运用本课核心语言活动提供支架。)

2.Take out a thermometer and ask :What’s the temperature in Sydney? Is it cold?

(Purpose: 通过实物直观，教授新单词 degree 和

句型

It’s…degrees. 同时教会学生读温度计，扩展学生的课外知识。）

同法教授 London和Toronto。 3.Firstly, listen to the tape then answer: Who are they?

Where are they come from? What are they doing? Secondly，play a game on the phone. ( Purpose: 初听课文，对课文有初步理解。通过打电话游戏，寓教于乐，同时达到了让学生用英语打电话的目的。) 3

3.Listen and read again, then answer :

What’s the weather like in New York?

How about Beijing?

What’s the temperature in Beijing ? （Purpose：通过自读课文，锻炼学生提取关键信息和自主学习的能力。）

4.Read again, discuss in groups: Is it cold in Beijing? Why does Mark say Beijing is cold ?

( Purpose: 在课中关注学生注意力的放松。高输入量的学习让学生有疲劳感，从而降低学习效率。因此，在此利用图片，给学生创设了一段休息时间，同时帮助学生理解摄氏度和华氏度的区别，扩展学生的课外知识。)

Step 3 Practice ① Listen and imitate ② Read

in different roles

③ Try to act it out (Purpose:引导学生模仿录音语音语调，通过分角色朗读课文，表演练习的活动，整体把握文章，操练与内化对话文本内容，提高学生的听，说，读能力。) Step 4

Consolidation ＆

Extension

Task one :Listen and fill in the blanks. Task two : Group work :Make a phone call.(选择喜欢的城市做对话）

( Purpose: 扩展活动可以让学生在完成任务的过程中把语言知识转化为语言技能，培养学生综合运用语言的能力。在本环节中，学生在板书和Brain Storm 的帮助下，积极思考，主动讨论，自由发挥，提高了口语表达和思考能力。)

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Step 5 Summary

Use the mind map to sum up.

Step 6

Emotional Expansion

Can you find the special place?

Why New York is day Beijing is night？

（为什么纽约此刻是白天，而北京却是黑夜？）

(Purpose:

深入挖掘教材，学生通过观察图片，发现“时差”的存在,利用小视屏解释原因，吸引学生的兴趣，同时扩展了学生的科学知识。

)

Step 7 Homework ①

Listen and repeat “ Let’s talk”.

②

Talk about the weather with your parents in English.

(Purpose:巩固所学，将课内的学习延伸到课外。)

Step 8

Blackboard Design

（Purpose：板书同时也是本课知识的思维导图，便于学生记忆，又有利于扩展学生的创造性思维。）

Although I think I design my class carefully , new situations Teaching may arise . So, I should adjust my class to the new Reflection situations. After class, I will rethink in time and work even harder.

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